Online Collaboration Lesson Grade Level & Subject Area 6th Grade Social Studies (Ancient Civilizations) Description of Lesson This lesson will give students an opportunity to address next year’s incoming sixth graders. In groups of three, students will create a podcast that summarizes the main points and ideas of ancient Mesopotamia. The purpose of the podcast is to give incoming sixth graders some background information and prior knowledge before they begin their unit on ancient Mesopotamia. Not only will this lesson cause students to summarize and apply what they have learned, but it will allow for collaboration via technology. Oregon State Standards SS.08.HS.05.01 Understand the major characteristics and historical influence of the early civilizations of Mesopotamia, Indus River Valley, Egypt, the Americas, Greece (“Online Oregon Standards Newspaper,” 2001, p. 16A). ISTE NETS-S Standards Communication and collaboration (ISTE, 2009) Technology operations and concepts (ISTE, 2009) Instructional Objectives Students will summarize the key aspects of ancient Mesopotamia. Student groups will collaborate via a podcast. Lesson Upon completion of our unit on ancient Mesopotamia students will have gathered and processed a lot of information. In fact, students will have already learned, discussed, and applied knowledge of the several main ideas about the people of the Fertile Crescent. As a result, this podcast assignment will give students one last opportunity to share what they know. The lesson will begin by students getting into heterogeneously assigned groups of three. Once students join their groups, I will instruct them that they are going to create a podcast that will emphasize important facts about ancient Mesopotamia and its people. I will have already gone over how to use Audacity and how to import voice recordings into a host site for podcasts giving students a basis for this assignment. In addition, I will explain to students how their podcasts will be graded. In fact, a rubric will have already been created and by posting it on the document camera, I can clarify what is expected and how students will be assessed. Each group will also receive a copy of the rubric, instructions on how to use Audacity and podcast host sites, and expectations for the assignment. Students will then be given one week in the technology center to work together and complete the assignment. During this time students must reference their notes, text, and resources in order to summarize what is most important. In doing so, student groups must collaborate and work together in order to create a vocal summary that will give the incoming sixth graders a solid foundation. Accommodations By placing students in heterogeneous groups there is a better chance that struggling students will be more engaged (Laureate Education Inc., 2009). Likewise, group work raises the confidence levels of lower achieving students because they able to rely on more than just their own ideas. Also, by allowing students to work in the technology resource center, I am ensuring that everyone has equal access to a computer. I recognize that not all of my students have access to a computer at home, which is why I have designated class time for it. Assessment Students will be assessed upon completion of their podcast assignment. As mentioned earlier, all groups will have a copy of the rubric outlining my expectations for them. This will serve as a guideline during the assignment and explain their grade in detail after they have been graded. Additionally, students will not only self-assess, but assess the members of their group. This will count as part of their final grade, and knowing this will hopefully motivate students during the assignment to participate and be involved. After all, this is a group assignment but an individual grade will be given. References International Society for Technology in Education (ISTE). (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pd Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author. Online Oregon standards newspaper. (2001, April). Oregon Department of Education. Retrieved June 28, 2009, from http://www.ode.state.or.us/teachlearn/real/documents/ss.pdf
Grade Level & Subject Area
6th Grade Social Studies (Ancient Civilizations)
Description of Lesson
This lesson will give students an opportunity to address next year’s incoming sixth graders. In groups of three, students will create a podcast that summarizes the main points and ideas of ancient Mesopotamia. The purpose of the podcast is to give incoming sixth graders some background information and prior knowledge before they begin their unit on ancient Mesopotamia. Not only will this lesson cause students to summarize and apply what they have learned, but it will allow for collaboration via technology.
Oregon State Standards
SS.08.HS.05.01 Understand the major characteristics and historical influence of the early civilizations of Mesopotamia, Indus River Valley, Egypt, the Americas, Greece (“Online Oregon Standards Newspaper,” 2001, p. 16A).
ISTE NETS-S Standards
Communication and collaboration (ISTE, 2009)
Technology operations and concepts (ISTE, 2009)
Instructional Objectives
Students will summarize the key aspects of ancient Mesopotamia.
Student groups will collaborate via a podcast.
Lesson
Upon completion of our unit on ancient Mesopotamia students will have gathered and processed a lot of information. In fact, students will have already learned, discussed, and applied knowledge of the several main ideas about the people of the Fertile Crescent. As a result, this podcast assignment will give students one last opportunity to share what they know. The lesson will begin by students getting into heterogeneously assigned groups of three. Once students join their groups, I will instruct them that they are going to create a podcast that will emphasize important facts about ancient Mesopotamia and its people. I will have already gone over how to use Audacity and how to import voice recordings into a host site for podcasts giving students a basis for this assignment.
In addition, I will explain to students how their podcasts will be graded. In fact, a rubric will have already been created and by posting it on the document camera, I can clarify what is expected and how students will be assessed. Each group will also receive a copy of the rubric, instructions on how to use Audacity and podcast host sites, and expectations for the assignment. Students will then be given one week in the technology center to work together and complete the assignment. During this time students must reference their notes, text, and resources in order to summarize what is most important. In doing so, student groups must collaborate and work together in order to create a vocal summary that will give the incoming sixth graders a solid foundation.
Accommodations
By placing students in heterogeneous groups there is a better chance that struggling students will be more engaged (Laureate Education Inc., 2009). Likewise, group work raises the confidence levels of lower achieving students because they able to rely on more than just their own ideas. Also, by allowing students to work in the technology resource center, I am ensuring that everyone has equal access to a computer. I recognize that not all of my students have access to a computer at home, which is why I have designated class time for it.
Assessment
Students will be assessed upon completion of their podcast assignment. As mentioned earlier, all groups will have a copy of the rubric outlining my expectations for them. This will serve as a guideline during the assignment and explain their grade in detail after they have been graded. Additionally, students will not only self-assess, but assess the members of their group. This will count as part of their final grade, and knowing this will hopefully motivate students during the assignment to participate and be involved. After all, this is a group assignment but an individual grade will be given.
References
International Society for Technology in Education (ISTE). (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pd
Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
Online Oregon standards newspaper. (2001, April). Oregon Department of Education. Retrieved June 28, 2009, from http://www.ode.state.or.us/teachlearn/real/documents/ss.pdf